Enhancing the education component of early child and family support for children who have multiple diagnoses of disabilities

“teachers are essential members of teams around these babies and young children because they are well versed in the science of learning while other practitioners might not be”

There is international understanding that the incidence of babies and young children who have multiple diagnoses has

Early childhood intervention still struggling to enter the 21st century

‘I wonder if it is possible to write some basic principles or ground rules that would guide early intervention in all countries and all situations’

In my country, early childhood intervention for babies and young children who have disabilities and special needs has been around since black and white

Editorial: Children’s action on climate change

They speak with urgency and integrity – qualities many of our politicians seem to lack

Peter Limbrick writes: It began with Greta Thunberg in August 2018. She began camping outside the Swedish parliament accusing politicians of failing to uphold their commitments to fight climate change as ag

Your early childhood intervention and ‘early support’ - Modern or out of date? Here is a ten-point scale for practitioners and parents

If you score 8 or above, I would like to write about your system

Peter Limbrick writes: This follows the piece I wrote in the August TAC Bulletin under the heading, ‘If crowing white man is top of the heap, who is at the bottom? Disabled babies perhaps’

I dared to suggest that some outdated e

Interconnections, four UK Children’s Commissioners and electromagnetic radiation. The story so far

‘I have put great faith in the Children’s Commissioners as potential children’s champions to protect them from EMR dangers’

Editorial: The electromagnetic radiation (EMR) used by baby alarms, smart meters, smartphones, DECT phones and wi-fi gadgets has never come with a ‘safe-for-children-in-

Unhelpful confusion in early child and family support about the roles of teachers and therapists. Is the distinction between them invalid?

‘…who is best placed to help a baby or pre-school child who has very special needs acquire understanding and skills…? A teacher? A therapist? Both? Neither?

Comment by Peter Limbrick

In my working experience with babies and pre-school children who have very special needs, I have seen much con

‘Primary Interventionist’: The concept isn’t popular but it is good for some families and makes the best use of busy practitioners’ time

The model is appropriate when the child ‘does not have the capacity…to relate comfortably to a number of interventionists or to accept being handled by them’.

For some families who have a baby or infant with very special needs, effective support can come from just one practitioner who works d

If crowing white man is top of the heap, who is at the bottom? Disabled babies perhaps

We live with pecking orders. We ascribe value to each other. We jostle for position.

Perhaps the jostling is easiest for white people and amongst those, easiest for men. Isn’t this the repeated lesson of history?

Intellectual, physical or sensory disability must make the jostling harde

If you score 8 or above, I would like to write about your system

Peter Limbrick writes: This follows the piece I wrote in the August TAC Bulletin under the heading, ‘If crowing white man is top of the heap, who is at the bottom? Disabled babies perhaps’

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